Stephen Lehman
Utah State University
RecallComputer-mediated communicationCausal modelMetacognitionWeb applicationEducational psychologyMathematics educationLearning disabilityArtificial intelligencePsychologyCausal structureCognitionDigital divideTask analysisCognitive psychologyAction learningCognitive scienceTransitive relationPedagogyStudent engagementCausalityHypothesis TheoryNatural language processingClass (computer programming)PerceptionSelf-regulated learningControl (linguistics)AdjunctSentenceCheatingReading comprehensionAt-risk studentsText processingTask (project management)SalientExplicationComputer-Assisted InstructionText structureVerbal comprehensionPersonal interestSituational interestGlobal coherenceOutcome measuresAlgorithmic learning theoryCoherence (statistics)Experiential learningAffect (psychology)Computer scienceLinguisticsComprehensionReading (process)Social psychologyRelevance (information retrieval)Teaching methodSituational ethicsLearning theory
Publications 8
#1Matthew T. McCrudden (UNF: University of North Florida)H-Index: 19
#2Gregory Schraw (UNLV: University of Nevada, Las Vegas)H-Index: 64
Last. Stephen Lehman (USU: Utah State University)H-Index: 7
view all 3 authors...
We examined whether making cause and effect relationships explicit with an adjunct display improves different facets of text comprehension compared to a text only condition. In two experiments, participants read a text and then either studied a causal diagram, studied a list, or reread the text. In both experiments, readers who studied the adjunct displays better recalled the steps in the causal sequences, answered more problem-solving transfer items correctly, and answered more questions about ...
36 CitationsSource
#1Stephen Lehman (USU: Utah State University)H-Index: 7
#2Gregory Schraw (UNR: University of Nevada, Reno)H-Index: 64
Last. Kendall Hartley (UNR: University of Nevada, Reno)H-Index: 17
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Abstract This study examined how seductive details affect on-line processing of a technical, scientific text. In Experiment 1, each sentence from the experimental text was rated for interest and importance. Participants rated seductive details as being more interesting but less important than main ideas. In Experiment 2, we examined the effect of seductive details on reading time and learning. Seductive details reduced the amount of time readers spent reading base text sentences, and hindered re...
107 CitationsSource
#1Matthew T. McCrudden (UNLV: University of Nevada, Las Vegas)H-Index: 19
#2Gregory Schraw (UNLV: University of Nevada, Las Vegas)H-Index: 64
Last. Anne M. Poliquin (UNLV: University of Nevada, Las Vegas)H-Index: 3
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We examined the effect of studying a causal diagram on comprehension of causal relationships from an expository science text. A causal diagram is a type of visual display that explicitly represents cause-effect relationships. In Experiment 1, readers between conditions did not differ with respect to memory for main ideas, but the readers who studied the causal diagram while reading the text understood better the five causal sequences in the text even when study time was controlled. Participants ...
53 CitationsSource
#1Gregory Schraw (UNLV: University of Nevada, Las Vegas)H-Index: 64
#2Lori Olafson (UNLV: University of Nevada, Las Vegas)H-Index: 9
Last. Matthew T. McCrudden (UNF: University of North Florida)H-Index: 19
view all 6 authors...
Publisher Summary This chapter examines the relationship between student interest and academic cheating. Both, personal and situational interest impact cheating. High personal interest decreases cheating. Situational factors, notably teacher effectiveness, that increase interest usually decrease cheating. However, some situational factors, notably lack of surveillance and high-stakes testing, increase cheating. This chapter examines how personal and situational factors such as student characteri...
21 CitationsSource
#1Gregory Schraw (UNLV: University of Nevada, Las Vegas)H-Index: 64
#2Douglas F. Kauffman (OU: University of Oklahoma)H-Index: 8
Last. Stephen Lehman (USU: Utah State University)H-Index: 7
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Self-regulated learning relates to our ability to understand and control our learning environments. Keywords: cognition; metacognition; motivation; self-regulation; strategies
3 CitationsSource
In 2 experiments, the authors examined the effects of coherence and relevance on shallow and deeper text processing, testing the hypothesis that enhancing the relevance of text segments compensates for breaks in local and global coherence. In Experiment 1, they found that breaks in local coherence had no effect on any outcome measures, whereas relevance enhanced deeper processing. In Experiment 2, they found that breaks in global coherence interfered with shallow processing, whereas relevance en...
81 CitationsSource
#1Gregory SchrawH-Index: 64
Last. Stephen LehmanH-Index: 7
view all 3 authors...
12 Citations
Abstract At-risk high school students working in a Web-based beginning composition course interacted for seven weeks with an online teacher in one of four different styles of interaction. Students received e-mails enhanced with motivation-building content and/or caring/personal-investment content. Students were observed as they worked in the course, and four variables—including ratings of electronic communication between teacher and student—were analyzed to determine student engagement in course ...
17 Citations